Professional Documents
Culture Documents
Objective: Candidates set a professional goal, identify the action strategies they will use to achieve
that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their pre-
student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for
determining their professional goal.
Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Commitment to Teaching Member of a Learning Community calls for
Learning Community Interpersonal Relations a collaboration among teachers, students
Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:
b. Identify the specific Category Outcome you will use to determine your goal:
The specific category outcome I chose is Understanding Subject Matter.
c. Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal for this experience is to better understand the content in 6th grade math and be able to reiterate
the key concepts to students and to ensure understanding by them. I chose this to be my goal because Math
hasn’t always been my strongest subject and I would say it is one of the subjects I want to have more
confidence in myself when teaching. Also, there are many new strategies and approaches to teaching math in
the elementary classroom setting that are different from the way I learned math, and I want to learn the new
strategies and be able to teach students in a variety of ways.
d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will make time to look over the content in the textbook prior to lessons to brush up on some math skills
I may have not used in a while. I will watch my cooperating teacher to see how she organizes main ideas and
concepts and then how she explains them to students while teaching the whole group. I will also use my Math
Methods textbook as an additional resource for better understanding of the content and new strategies that I
have not used before.
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Task II: Contextual Information (see rubric for scoring details)
Objective: Candidates gather contextual information and discuss factors that may influence the
teaching and learning process.
Resources: Use a variety of resources to gather contextual information including Census data for the
community, School Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school
counselor, Infinite Campus, student files (with administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is take, in part, from Educational Testing Service Praxis Performance
Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that affect teaching
and learning. Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students’ learning. In this chart, address any
factors listed as they pertain to your teaching assignment. The subcategories listed under each category are
just suggestions; there may be other subcategories that you would like to address, or there may be a
subcategory listed that does not apply to your situation.
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problems given to them, but throughout the lesson they learn how to solve with different ways to expand their
knowledge with help from someone else. By the end of lessons, students should be able to practice the skills by
doing independent practice and prove that they understand, or they will understand it with minimal help.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to determine which quadrant an ordered pair is in based on its signs
Students will be able to recognize and determine the reflection of an ordered pair
Students will be able to plot an ordered pair on a coordinate plane
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The objectives for this lesson are appropriate for the students because the students have had enough prior
knowledge to complete the learning objectives. The objectives are also appropriate because there is a Common Core
Standard that is listed for the student to learn and do by the end of 6th grade.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
Within the classroom, the gender ratio of the two 6th grade classes is 11 girls to 15 boys. There are 4 students that
are considered special needs in the classes. The percentage of Caucasian students is about 95%
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The students within the classroom that I was placed in have various learning traits and different levels of multiple
intelligence (Howard Gardner). Some students need to be near the board or teacher to ensure they stay on track and
so they are more likely to ask any questions they may have.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will use a Promethean board to show multiple examples to students, and to allow students to practice and show
their work to classmates on the board. This will enhance student learning because students may see a different
strategy used by a classmate and will encourage different ways of thinking.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
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I have a few students that usually have the special education teacher with them in the room; these students will
have more one-on-one attention during the lesson and independent practice. Those students will also be given
fewer problems to do for homework.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.
I will use a 12-question quiz as a pre-assessment and I will administer the assessment two days before my lesson to
test and see what the students may already know before I give the lesson.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
The results of the pre-assessment will guide me in creating the rest of my lesson and will show me what
material students already know, and what I will have to go over in detail during my lesson. I had three
students that got a 70% or better on the pre-assessment, but most of the class got 60% or below. The pre-
assessment showed me two things I really need to stress during my lesson: the quadrants in a coordinate
plane and what it means to reflect over the x or y axis.
60%
50%
40%
30%
20%
10%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
STUDENT
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.
When we go over problems on the board, I will instruct all students to do the problem in their own workbook while
one student does the problem on the board. I will walk around the room while students are working on independent
practice to answer any questions they may have and monitor or redirect any off-task behavior.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
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Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
I will introduce the lesson by discussing a town map on a coordinate plane and I will ask students to
identify the distance between different buildings on the map
I will show students a coordinate plane and explain that it is formed when two number lines (one
vertical and one horizontal) intersect at their zero point; the horizontal number line is called the x
axis and the vertical number line is called the y axis
I will show students that a coordinate plane is made up of four quadrants; the quadrants are
labeled with roman numerals (I, II, III, and IV) and they are named in a counter clockwise way;
quadrant I starts in the top left quadrant because both the x and y coordinate are positive in that
quadrant
Next, I will explain students that x is always first in an ordered pair (x, y) and we will identify an
ordered pair and its quadrant on the board
I will ask students what they think of when they hear “reflections” and then show them what a
reflection looks like on a coordinate plane (over the x-axis and over the y-axis)
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
We will do the guided practice problems from the book on the promethean board as a class;
students will take turns coming up to the board to complete a problem
As a class on the promethean board, we will complete an activity called “Plotter Penguin” from the
website Illuminations
Students will take turns coming to the board to complete a problem; the goal is to move the
penguin across the coordinate plane to catch the fish, and students need to come up with the
correct ordered pair to do so
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Students will be assigned the odd problems on pages 399-401 of their workbook to complete for
the next day, but they will be given the remainder of the period to get started on their work and
ask any question that may arise
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
I will pass out one sticky note to each student as they are working on their assignment and then I
will ask them to write their name on the sticky note and one new thing that they learned today
This will be their exit ticket to leave class
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
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The post assessment will be given the next day during the math lesson. The Pre/Post- Assessment is attached below:
Coordinate Planes
1. The coordinates for the origin in a coordinate plane are
( , ).
( , )
4. If both coordinates are negative, what quadrant is the ordered pair in?
6. If an ordered pair has a positive x and negative y, which quadrant is the ordered pair in?
7. If an ordered pair is (4, 2), what is its reflection over the X-axis?
( , )
( , )
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Use the coordinate plane below for the following questions:
a. M (0, 3)
b. R (-3, 4)
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
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Every student earned a better score on their post assessment compared to their pre-assessment. Each student made
strides towards the learning objectives and some students made huge gains from the lesson. One question that I
found some students still struggled with was the question on reflections; because of this, I went over reflections
again in the next lesson that I taught to be sure to clear up any confusion or answer questions students may still
have about reflecting over the x and y axis.
70%
60%
50%
40%
30%
20%
10%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
STUDENT
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Two instructional strategies that I used that I believe made a positive impact on my lesson are the use of exit slips
and using the “thumbs up” strategy instead of raising hands when students know an answer. The exit slips allowed
me to see what each individual student took away from the lesson, and I received great feedback from the students.
The thumbs up strategy allowed all students to have think time and be able to form an answer in their head; one of
the students who generally doesn’t raise her hand with an answer had the time to think through the problem and
her face lit up when she was able to put her thumb up because she had the time to find the answer. This was really
rewarding for me to see. I thought my online game was very interactive and went great during my lesson; students
were engaged, and it made them really think about what they had just learned about coordinate planes.
In the video I noticed that during half of the lesson I mainly stayed on one side of the room. The side I was on had
students that I needed to help a little more, but I still need to work on moving around the whole classroom. I
thought I did a really good job playing close attention to one student who was struggling some, but after grading the
post test and watching the video I noticed another student that I could have helped a little more throughout the
lesson because he seemed a little confused afterwards. I want to do a better job paying closer attention to students
to watch for signs of struggling or confusion; I think this will be easier when I know the students better and spend
more time with them, but it is still something that I want to be aware of.
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Two things that I would do differently if I were to teach this lesson again would be to state the objectives explicitly
and clearly to the students at the beginning of the lesson, and to talk about how this relates to students’ lives. If I
had more time, or extended this lesson into another day, I would also have students play the Plotter Penguin game
individually on the iPads after we go through a practice round on the Promethean board; the game took longer than
I expected it to take as a whole group and students would get more opportunities playing the game individually.
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1
Lesson contains evidence of Lesson contains evidence of lesson contains minimal Lesson contains no
setting measurable setting measurable evidence of setting evidence of setting
objectives that are clearly objectives that are aligned measurable objectives measurable objectives
aligned with specific state with specific state and/or that are only somewhat and are not aligned with
and/or national standard(s). national standard(s). aligned with specific specific state and/or
state and/or national national standard(s).
Lesson allows for numerous Lesson allows for standard(s).
connections across the connections across the Lesson allows for no
Standards/Objectives curriculum which serve to curriculum which serve to Lesson allows for very apparent connections
build understanding, and build understanding, and few connections across across the curriculum;
encourage application to real encourage application to real the curriculum which do students are not able to
world issues. world issues. not build understanding, build an understanding or
nor encourage apply to real world issues.
application to real world
issues.
Purposefully and consistently Incorporates the use of Is still developing the Does not incorporate the
incorporates the use of available technology to ability to incorporate the use of available
available technology to somewhat enhance use of available technology to enhance
further enhance instruction in instruction in ways that technology to enhance instruction nor provide an
ways that authentically engage most of the students instruction in ways that explanation for why
engage all students in the in the learning experience. engage the students in technology is not utilized.
learning experience. For For cases where technology the learning experience.
Technology cases where technology is is not utilized, candidate For cases where
not utilized, candidate provides an explanation. technology is not utilized,
provides a logical candidate provides an
explanation. explanation.
Purposefully adjusts Adjusts instruction during Attempts to adjust Does not adjust
instruction during lesson lesson planning and instruction during lesson instruction during lesson
planning and implementation implementation in order to planning and planning and
in order to significantly meet meet some of the identified implementation but the implementation in order to
all of the identified needs of needs of individuals, small differentiated instruction, meet the identified needs
individuals, small groups or groups or the class by accommodations and of individuals, small
Accommodations the class by including including general methods of modifications used do groups or the class. No
specific methods of differentiation, not fully meet the differentiation,
differentiation, accommodations and identified needs of accommodations and
accommodations and modifications. individuals, small groups modifications present.
modifications. or the class.
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Numerous Management and Management and Management and
management/motivational motivational strategies are motivational strategies motivational strategies to
strategies are clearly identified and rationale is are not clearly identified enhance student
identified and rationale provided for how these and rational is lacking engagement and learning
provided for how these strategies enhance student evidence of how these are not identified.
Management strategies serve to engagement and learning. strategies fully serve to
significantly enhance both enhance student
student engagement and engagement and/or
learning. learning.
Purposefully activates Activates student interest by Attempts to activate There are no clear
student interest by including an student interest but attempts to activate
consistently including a effective/engaging needs to work to develop student interest.
highly-effective/engaging introduction and closing. a more effective lesson Candidate does not
introduction and closing. opening and closing. include evidence of an
Introduces and reinforces effective opening and/or
Effectively introduces and the learning objective(s) so Needs to be more closing.
repeatedly reinforces the that students are cognizant purposeful about
learning objective(s) so that of expected outcomes. introducing and Learning objective is not
students are cognizant of reinforcing the learning reinforced throughout the
expected outcomes. Presents all content in a objective so that the lesson.
sequential manner and students are cognizant of Content is not presented
Presents all content in a provides opportunities for expected outcomes. in a sequential manner
sequential manner and modeling and practicing the and candidate does not
provides numerous skills and content needed to Content is not always provide evidence of
opportunities for modeling meet the learning presented in a sequential allowing opportunities for
and practicing the skills and objective(s). manner and candidate modeling and practicing
content needed to meet the needs to provide more the skills and content
learning objective(s). Checks for student opportunities for needed to meet the
understanding throughout modeling and practicing learning objective(s).
Lesson Consistently checks for most of the lesson cycle and the skills and content
Implementation student understanding provides evidence of re- needed to meet the Candidate does not check
throughout the entire lesson teaching/remediation where learning objective(s). for student understanding
(I Do/We Do/You Do) cycle and provides detailed necessary. throughout the lesson
evidence of re- Checks for student cycle and there is no
teaching/remediation where understanding evidence of re-teaching
necessary. Includes reasons for why the throughout most of the /remediation.
instructional strategies and lesson cycle and
Includes numerous detailed provides little evidence of Does not includes
learning activities chosen for
reasons for why the re-teaching/remediation reasons for why the
instructional strategies and the lessons are where necessary. instructional strategies
learning activities chosen for developmentally appropriate and learning activities
the lessons are (claims are somewhat chosen for the lessons
developmentally appropriate supported by relevant Includes reasons for why are developmentally
(claims are supported by theory/research that is cited). the instructional appropriate (claims are
relevant theory/research that not at all supported by
strategies and learning
is clearly cited). relevant theory/research
activities chosen for the nor sufficiently cited).
lessons are
developmentally
appropriate (claims are
not sufficiently supported
by relevant
theory/research nor
sufficiently cited).
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students’ progress toward students’ progress toward students’ progress students’ progress toward
mastery of the objectives mastery of the objectives toward mastery of the mastery of the objectives
from pre-to-post from pre-to-post objectives from pre-to- from pre-to-post
post
factors that may have factors that may have factors that may have
affected the post assessment affected the post factors that may have affected the post
results assessment results affected the post assessment results
assessment results
how the results of the post how the results of the post how the results of the
assessment highlight what assessment highlight what how the results of the post assessment highlight
areas of the lesson will areas of the lesson will post assessment what areas of the lesson
will require re-
require re-teaching (if any) require re-teaching (if any) highlight what areas of
the lesson will require re-
teaching (if any)
Identifies, describes, and Identifies, describes, and Identifies, describes, and Fails to adequately
explains more than two explains two successful explains only one identify, describe, or
relevant successful teaching teaching strategies and/or successful teaching explain successful
Lesson Reflection:
strategies and provides provides supporting strategy and/or provides teaching strategies and
Successes detailed supporting evidence evidence for why they were only minimal supporting provides no supporting
for why they were effective. effective. evidence for why it was evidence.
effective.
Identifies and describes more Identifies and describes two Identifies and describes Fails to adequately
than two challenges challenges encountered only one challenge identify, describe, or
Lesson Reflection: encountered throughout throughout the lesson. encountered throughout explain challenges
lesson. the lesson. encountered throughout
Challenges lesson.
Identifies and describes more Identifies and describes two Identifies and describes Fails to identify and
than two significant ideas for ideas for redesigning the one idea for redesigning describe an idea for
Lesson Reflection: redesigning the lesson and lesson and provides details the lesson and provides redesigning the lesson
Improvements provides full details to to support the redesign. very minimal details to and/or provides no details
support the redesign. support the redesign. to support the redesign.
All formatting requirements All formatting requirements Most formatting Few formatting
followed: (Cover page, followed: (Cover page, requirements followed: requirements were
references/credits, font and references/credits, font and (Cover page, followed: (Cover page,
spacing, anonymity) spacing, anonymity) references/credits, font references/credits, font
and spacing, anonymity) and spacing, anonymity)
Paper is well organized with Paper is organized.
clarity of thought and Paper is somewhat Paper requires much
purpose. organized but candidate better organization of
needs to continue to content and candidate
develop communicating needs to significantly
thought and purpose. develop in the area of
communicating thought
and purpose.
Writing Skills Conventions: Conventions: Conventions: Conventions:
Writing has very few errors in Writing has only occasional Writing has frequent Writing has numerous
spelling, grammar, errors in spelling, grammar, errors in spelling, errors in spelling,
punctuation, and/or sentence punctuation, and/or sentence grammar, punctuation, grammar, punctuation,
structure. structure, but does not and/or sentence and/or sentence
significantly detract from structure, and this structure, errors which
overall quality. somewhat detracts from significantly detract from
overall quality. overall quality.
Overall Quality: Overall Quality: Overall Quality: Overall Quality:
Professionally written, high- Adequately written, average Writing and quality of Poorly written, low-quality
quality paper. quality paper. paper are in paper. Resubmission
development but required.
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resubmission is not
required.
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